Lowell May 2-3 2013:Slide Copies
This PPT file contains slides from May 2-3 team training days:1.Extra action planning info2.Culture3.Bullying Behavior4.Colvin Escalating Behavior
Please cite www.pbis.org as source. Contact www.pbis.org or [email protected] for additional information.
ACTION PLANNING HANDOUTS
Outcomes: What is expected?
End of 1st Day
End of 1st Week
End of 1st Month
End of Each
Month
End of Year
Most Students
Most Staff
Most Families
Yr 2 Advance Organizer
Upcoming Events
CULTURE
1.1.
2.2.3.3.
4. 4.
Individual Learning History & Context
1. Indicate 10 key life events/influences (you, students, parents, staff, etc.)2. Summarize in 4 descriptors.3. Describe how learning history affects how you describe & act on what you experience.
Culture = Flexible, dynamic, & changed/shaped over time & across generations & setting.
Flexible, dynamic, & changed/shaped over time & across generations & setting.
Collection of learned behaviors, maintained by similar social & environmental contingencies
Collection of learned behaviors, maintained by similar social & environmental contingencies
Sugai, O’Keeffe, & Fallon 2012
BULLYING BEHAVIOR
PURPOSE
To improve our understanding
of & responding to bullying
behavior from perspective of
school-wide positive behavior
support.
Main Points
SWIS Definitio
n of Bullying Behavior
Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), 1136-1145.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 166(2), 149-156.
RCT & Group Design PBIS Studies• Reduced major disciplinary infractions
• Improvement in aggressive behavior,
concentration, prosocial behavior, & emotional
regulation• Improvements in academic achievement
• Enhanced perception of organizational health &
safety• Reductions in teacher reported bullying behavior
& peer rejection• Improved school climate
2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Existing
aversive
condition
identified
PREVENTION
• De-emphasis on reactive consequence management
• Emphasis on function-based approach & antecedent management
• De-emphasis on reactive consequence management
• Emphasis on function-based approach & antecedent management
4 basic strategies….if
you do nuthin’ else….
Give Priority to Effective Practices
MUST…..• Be easy & do-able by all• Be contextually relevant• Result in early disengagement• Increase predictability• Be pre-emptive• Be teachable• Be brief•
www.pbis.org
Integrated PBIS Response to Bullying
SERC
CT Anti-Bullying LawPublic Act 11-232 SERC April 2012
ESCALATING BEHAVIOR
Responding to Non-Responsive Behavior: Managing Escalations
Geoff Colvin & George SugaiOSEP Center on PBIS
University of Connecticut
www.pbis.org www.cber.org
www.pbis.org
Teacher JasonJason, please turn in your assignment.
What assignment?
I finished it.
I don’t have it with me now.
You never believe me.
F_____ you!
Pulls away, glares, & raises fist as if to strike.
The assignment you didn’t finish during class.
Great, please turn it in now.You have a choice: turn it in or do it again.
I guess you’ve made the choice to do it again.That’s disrespect…go to the office.Moves closer…& puts hand on J. shoulder.
Make me.
PURPOSE
Enhance understanding &
ways of escalating
behavior sequences
• Understanding• Best practice• Considerations• Your action planning
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Working Assumptions
2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Existing
aversive
condition
identified
THREE KEY STRATEGIES
Time
Be
hav
ior
Inte
ns
ity
The MODEL
High
LowCalm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
Time
Be
hav
ior
Inte
ns
ity
The MODEL
High
Low CALM
1. Calm
Time
Be
hav
ior
Inte
ns
ity
The MODEL
High
LowTRIGGER
2. Trigger
Time
Be
hav
ior
Inte
ns
ity
The MODEL
High
Low
AGITATION
3. Agitation
Time
Be
hav
ior
Inte
ns
ity
The MODEL
High
Low
ACCELERATION
4. Acceleration
Time
Be
hav
ior
Inte
ns
ity
The MODEL
High
Low
PEAK
5. Peak
Time
Be
hav
ior
Inte
ns
ity
The MODEL
High
Low
DECELERATION
6. De-escalation
Time
Be
hav
ior
Inte
ns
ity
The MODEL
High
Low RECOVERY
7. Recovery
Recovery - continued
Time
Be
hav
ior
Inte
ns
ity
The MODEL
High
LowCalm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
FINAL THOUGHT
“It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”
Geoff Colvin (1989)
“It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”
Geoff Colvin (1989)
